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Les TICE dans l’enseignement du FLE : le cas de la prononciation

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Kotuła K.
Romanica Cracoviensia
|
2014
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vol. 14
|
issue 2
PL
This paper focuses on technologies that allow a learner of French to improve pronunciation skills. This aspect of language instruction is very often neglected by the teachers who usually pin the blame on lack of time. However, in recent years we have witnessed the proliferation of Internet resources that can be used to help learners work autonomously on various aspects of their pronunciation. In our paper, we will also focus on different tools as well as methods used by the teachers to create new materials for language teaching and make them available on the Web as well as monitor the process of students’ language learning outside the classroom.
2
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TEACHING A FOREIGN LANGUAGE IN A DESKTOP VIDEOCONFERENCING ENVIRONMENT

100%
Kotuła K.
Teaching English with Technology
|
2016
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vol. 16
|
issue 3
37-51
EN
This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a survey in which they were asked to describe the advantages and disadvantages of Skype, as well as to enumerate functions they consider are missing in this tool. They were also invited to share their opinions about most efficient models of language learning and teaching. The results show Skype is, on the whole, judged by teachers as a valuable tool in the context of distance language learning. Its use in teaching, nevertheless, has some limitations, which stem from various factors, such as IT infrastructure weaknesses (e.g. interrupted connections), lack of some functions (e.g. supervising the content of the learner’s screen) or the specific nature of contact with the interlocutor (the lack of a possibility to interact in a common space).
3
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LES ENREGISTREMENTS VIDÉO EN CLASSE DE LANGUE – VERS UNE NOUVELLE APPROCHE DE LA CORRECTION DES ERREURS ORALES ?

100%
Kotuła K.
Romanica Cracoviensia
|
2015
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vol. 15
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issue 2
PL
This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.
4
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REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE

100%
Kotuła K.
Neofilolog
|
2014
|
issue 43/1
81-93
PL
The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
5
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Créer un environnement interactif en classe de FLE

100%
Kotuła K.
Neofilolog
|
2012
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issue 39/2
147-156
PL
Traditional communication in foreign language classes, even if varied by the use of diverse games and simulations, takes place in a sterile classroom environment, and therefore, is rarely encouraging. However, the new generation of pupils is growing up on computer games, and this fact is changing their expectations and demands on education. The dynamically changing virtual world of videogames may be the perfect environment for them to develop various skills. In this paper, I would like to present my preliminary conclusions made while implementing videogames into foreign language classes in a high school.
6
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Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE

100%
Kotuła K.
Studia Romanica Posnaniensia
|
2019
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vol. 46
|
issue 2
25-43
EN
The aim of the present article is to focus on the potential of video games as a tool enabling the language teacher to transform the learning experience in the FL classroom. Apart from presenting various theoretical aspects of integrating computer-enhanced ludic techniques into language teaching, learner discourse excerpts will be analysed in order to determine the extent to which video games implementation can enhance classroom interaction. Our main aim will be to list various contexts in which narrative activities can manifest themselves during French as a foreign language lessons. As we will see, learners can be encouraged to create stories not only in reaction to cinematic sequences but also when attempting to reconstruct events which occurred earlier in the game or while recalling events from an earlier gaming session.
7
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Le doublage comme un moyen de travailler sur la prononciation française : théorie et pratique

100%
Kotuła K.
Glottodidactica
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2018
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vol. 45
|
issue 1
69-84
FR
Pronunciation is an often-neglected aspect of language instruction. Teachers usuallyplace the blame on lack of time and resources, as well as curricular restrictions. However, in recent years, we have witnessed a proliferation of various tools that can be used to render work on different aspects of pronunciation much more interesting. In the present paper, we will focus on one particular technique: video dubbing. By examining the answers provided by the participants of a dubbing project conducted by the author of the present study, we will try to reflect on the potential advantages of such activities, and determine whether they are considered stimulating and effective by language learners.
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